Assignment 7: Read the Book MI in the Elementary Classroom. Pick two activities from the back of the chapters. Implement two of these ideas into your class. Write a report of 250 (+-) words describing your activity. Be sure to tell me:
a. The age of the students and grade level
My students are 14-15 years old. They are in grade 8.
b. The Subject you teach I teach Math, grade 8
c. How you implemented the activity
One day right before a test, the students came for class. The first thing we do in math class is go over the homework that I assigned the previous class. Inevitably, some students do not do the homework and I take note of it because this affects their "ATL" grade (attitudes towards learning). This time, I told the students I would not write down who did or did not do the homework and I asked them to honestly answer how many had not done the homework at all. Then I asked how many had started the homework but did not finish. Then I asked how many had completed the homework with no problems. After asking the students these questions, I put them in 3 groups of about 6 students each:
1. a mixed group of students that had not done the homework at all.
2. all boys that had started with the homework but had not finished.
3. all girls that had started with the homework but had not finished.
Then I told the groups that they all had 30 minutes to finish and understand the homework and that I would come around to help ONLY IF the entire group had a question. I went over how helping a fellow student is not doing the work for them and to aim for understanding. This way, my job was to circulate among the groups making sure they were on task and clarifying simple questions.
d. How the children responded
The students were quite excited about the opportunity of completing the homework in class and not get penalized for it. They immediately were on task and helping each other out. It helped to separated the girls from the boys because I think it put both of these groups at ease. My first group (the ones that had not done the homework at all) did not consist of just slackers as one might think, but rather a mixed ability group of students that for one reason or another had not managed to do the homework.
e. Will you do this again? Yes, definitely.
f. What will you do differently.
I would like to try these groupings more often, but being careful about not letting students think that it is ok not to do homework (or is it? hmmm... I wonder myself sometimes too....)
Assignment 6: Post a copy of your Think Tac Toe using a 3 X 3 table that is color coded. Black for Basic, Blue for mid range, Red for higher level thinking. Be sure to use Bloom’s Taxonomy to develop your TTT.
Tic-tac-toe board for math, grade 8
Topic: linear relationships
Solve this equation 3x+2=10
For the sponsored run, Pedro's plan is represented by the equation a=5+L, where a represents the amount of money Pedro collects, and L represents the number of laps he runs. Explain this equation using writing or drawing a picture or a combination of both!
Make an equation for the following situation: the y-intercept is 5 and the dependent variable increases by 1 each time the independent variable increases by 2.
Write (or tell) about a situation where you can use the following equation: y=330-10x
Make a table and a graph of the following equation:
y=330-10x
Solve this equation 3(x+2)=10x
Make an equation for the following table: x | y ----- 0 | 3 1 | 5 2 | 7 3 | 9
Solve this equation (x+2)/3 = 10x
Describe the following equation, using the following vocabulary words: y-intercept, rate of change, slope.
y=mx+b
Assignment 5: Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations. Why are some of us wired differently? Ultimately, I think we all have different abilities so that we can rely on each other's strengths to create better solutions. If we were all wired the same way and had the same way of thinking and looking at things, then we would not gain new perspectives.
I have been recently diagnosed with adult ADHD. ADHD is not a condition that develops in adulthood, which means that I had ADHD as a child. Surprisingly, I did not have academic difficulties, nor behavioral difficulties. I was an average student, some times barely passing, but usually doing OK. I do have a tendency to get bored easily, and this is why I am always looking for new experiences: traveling, going out, taking on new challenges... I do not mind being ADHD; it is actually quite fun! We all have different strengths and I choose to see ADHD as a strength, not a weakness.
Assignment 4: Cut and paste the Learning Matrix activity from page 3 on to your page and tell me which Special population you worked on. I worked on ADHD population. This is the matrix my group developed:
.............................. Group Members
................................ Special Population
...................................... Brief description of Population
....................................................................................... Learning tips in content, process, Products or environment
Susana, Jake, Ruthie
ADHD
break complex tasks into smaller steps provide structure instruction in morning hours frequent breaks small groups preferential seating non verbal cues when student is off track Immediate and positive reinforcement Clear expectations
Assignment 3: Tell me on your wiki page the name of the cartoon on the Cartoon Assignment on Page 2 that you worked on. The name of my cartoon is Adding Fractions.
Assignment 2:2. Comment on your recent learning in our class about multiple intelligence theory or learning styles.
Why are some of us wired differently? Ultimately, I think we all have different abilities so that we can rely on each other's strengths to create better solutions. If we were all wired the same way and had the same way of thinking and looking at things, then we would not gain new perspectives.
I have been recently diagnosed with adult ADHD. ADHD is not a condition that develops in adulthood, which means that I had ADHD as a child. Surprisingly, I did not have academic difficulties, nor behavioral difficulties. I was an average student, some times barely passing, but usually doing OK. I do have a tendency to get bored easily, and this is why I am always looking for new experiences: traveling, going out, taking on new challenges... I do not mind being ADHD; it is actually quite fun! We all have different strengths and I choose to see ADHD as a strength, not a weakness.
Assignment 1:Tell us all 3 to 5 things about you that you would like us all to know about you. This is a written version of the Business card activity.
My name is Susana Fairlie. I teach math and technology, both in grade 8.
3 things about me:
I have 2 small children: Lua is 4 years old and Calvin is 2.
Taken this month, when Lua turned 4
I have lived in Belgium, USA, Venezuela and Mozambique.
I was recently diagnosed with adult ADHD. Knowing this has helped me understand myself better!
One new thing that you learned about Multiple Intelligence / Learning Styles or differentiation.
I really like that the focus of differentiation is to work from the students' strenghts. Much emphasis in education is deficiency driven it seems... Focusing on the strenghts and interests of the student with hopes of improving what is lacking makes more sense to me. In this regard, I find the concept of a Total Talent Portfolio very useful. I like getting to know my students but I cannot remember important details of all of my (almost 100) students. Maybe I can implement this portfolio with my advisory students, who I see 3 times a week. I cannot get to know all my students but at least I can make an effort to get to know my 9 advisory kids who I am supposed to have a closer relationship with anyway! Maybe I could suggest to the rest of my grade 8 team to start implementing these portfolios so that when I do have a concern about a particular student (I can think of several students, especially in math), I can ask their advisory teacher for the student's portfolio in order to better understand how I can reach this particular child.
Like Hank made me note in class, in order to differentiate, I must know my student well and I must know my content well. Differentiation requires creativity and creativity is only possible when we feel comfortable both with our students and with what we teach.
Linked to the total talent portfolio is the Schoolwide Enrichment Model. Of course! If we follow the SEM goals of developing talents, providing broad experiences, and giving follow-up opportunities based on strengths and interests we benefit ALL our students, not just the gifted ones.
a. The age of the students and grade level
My students are 14-15 years old. They are in grade 8.
b. The Subject you teach
I teach Math, grade 8
c. How you implemented the activity
One day right before a test, the students came for class. The first thing we do in math class is go over the homework that I assigned the previous class. Inevitably, some students do not do the homework and I take note of it because this affects their "ATL" grade (attitudes towards learning). This time, I told the students I would not write down who did or did not do the homework and I asked them to honestly answer how many had not done the homework at all. Then I asked how many had started the homework but did not finish. Then I asked how many had completed the homework with no problems. After asking the students these questions, I put them in 3 groups of about 6 students each:
1. a mixed group of students that had not done the homework at all.
2. all boys that had started with the homework but had not finished.
3. all girls that had started with the homework but had not finished.
Then I told the groups that they all had 30 minutes to finish and understand the homework and that I would come around to help ONLY IF the entire group had a question. I went over how helping a fellow student is not doing the work for them and to aim for understanding. This way, my job was to circulate among the groups making sure they were on task and clarifying simple questions.
d. How the children responded
The students were quite excited about the opportunity of completing the homework in class and not get penalized for it. They immediately were on task and helping each other out. It helped to separated the girls from the boys because I think it put both of these groups at ease. My first group (the ones that had not done the homework at all) did not consist of just slackers as one might think, but rather a mixed ability group of students that for one reason or another had not managed to do the homework.
e. Will you do this again? Yes, definitely.
f. What will you do differently.
I would like to try these groupings more often, but being careful about not letting students think that it is ok not to do homework (or is it? hmmm... I wonder myself sometimes too....)
Assignment 6: Post a copy of your Think Tac Toe using a 3 X 3 table that is color coded. Black for Basic, Blue for mid range, Red for higher level thinking. Be sure to use Bloom’s Taxonomy to develop your TTT.
Tic-tac-toe board for math, grade 8
Topic: linear relationships
y=330-10x
y=330-10x
x | y
-----
0 | 3
1 | 5
2 | 7
3 | 9
y=mx+b
Assignment 5: Comment on possible advantages of having AlphaBet Syndrome. Why might nature have done this? Is there any genetic advantage to any of these special populations.
Why are some of us wired differently? Ultimately, I think we all have different abilities so that we can rely on each other's strengths to create better solutions. If we were all wired the same way and had the same way of thinking and looking at things, then we would not gain new perspectives.
I have been recently diagnosed with adult ADHD. ADHD is not a condition that develops in adulthood, which means that I had ADHD as a child. Surprisingly, I did not have academic difficulties, nor behavioral difficulties. I was an average student, some times barely passing, but usually doing OK. I do have a tendency to get bored easily, and this is why I am always looking for new experiences: traveling, going out, taking on new challenges... I do not mind being ADHD; it is actually quite fun! We all have different strengths and I choose to see ADHD as a strength, not a weakness.
Assignment 4: Cut and paste the Learning Matrix activity from page 3 on to your page and tell me which Special population you worked on.
I worked on ADHD population. This is the matrix my group developed:
Group Members
Special
Population
Brief description of Population
Learning Challenges
Learning tips in content, process, Products or environment
provide structure
instruction in morning hours
frequent breaks
small groups
preferential seating
non verbal cues when student is off track Immediate and positive reinforcement
Clear expectations
Assignment 3: Tell me on your wiki page the name of the cartoon on the Cartoon Assignment on Page 2 that you worked on.
The name of my cartoon is Adding Fractions.
Assignment 2: 2. Comment on your recent learning in our class about multiple intelligence theory or learning styles.
Why are some of us wired differently? Ultimately, I think we all have different abilities so that we can rely on each other's strengths to create better solutions. If we were all wired the same way and had the same way of thinking and looking at things, then we would not gain new perspectives.
I have been recently diagnosed with adult ADHD. ADHD is not a condition that develops in adulthood, which means that I had ADHD as a child. Surprisingly, I did not have academic difficulties, nor behavioral difficulties. I was an average student, some times barely passing, but usually doing OK. I do have a tendency to get bored easily, and this is why I am always looking for new experiences: traveling, going out, taking on new challenges... I do not mind being ADHD; it is actually quite fun! We all have different strengths and I choose to see ADHD as a strength, not a weakness.
Assignment 1: Tell us all 3 to 5 things about you that you would like us all to know about you. This is a written version of the Business card activity.
My name is Susana Fairlie. I teach math and technology, both in grade 8.
3 things about me:
One new thing that you learned about Multiple Intelligence / Learning Styles or differentiation.
I really like that the focus of differentiation is to work from the students' strenghts. Much emphasis in education is deficiency driven it seems... Focusing on the strenghts and interests of the student with hopes of improving what is lacking makes more sense to me. In this regard, I find the concept of a Total Talent Portfolio very useful. I like getting to know my students but I cannot remember important details of all of my (almost 100) students. Maybe I can implement this portfolio with my advisory students, who I see 3 times a week. I cannot get to know all my students but at least I can make an effort to get to know my 9 advisory kids who I am supposed to have a closer relationship with anyway! Maybe I could suggest to the rest of my grade 8 team to start implementing these portfolios so that when I do have a concern about a particular student (I can think of several students, especially in math), I can ask their advisory teacher for the student's portfolio in order to better understand how I can reach this particular child.
Like Hank made me note in class, in order to differentiate, I must know my student well and I must know my content well. Differentiation requires creativity and creativity is only possible when we feel comfortable both with our students and with what we teach.
Linked to the total talent portfolio is the Schoolwide Enrichment Model. Of course! If we follow the SEM goals of developing talents, providing broad experiences, and giving follow-up opportunities based on strengths and interests we benefit ALL our students, not just the gifted ones.